Examining Self-Regulated Learning Generality and Specificity Within and Across Academic Domains and Contexts

• In Event: Poster Session 7
  In Poster Session: Self-Regulated Learning, Motivation, and Metacognition

Abstract

Research has shown that students struggle to complete academic tasks online when they lack self-regulated learning (SRL) knowledge and skills. SRL processing is a key mediator between students and the affordances of resources like digital libraries (DLs). While empirical work has identified the importance of SRL in general, little is known about how the utility of specific SRL processes (e.g., planning) varies across DL contexts. In this study we randomly assigned college students to either a history or science DL, and used think-aloud protocol methods to analyze how their SRL processing related to learning gains. We discovered both similarities and differences in these variables’ predictive utility across DLs. These findings address the generality and specificity of SRL theory and practice.

Authors

• Jeffrey A. Greene, University of North Carolina - Chapel Hill

• Cheryl Mason Bolick, University of North Carolina - Chapel Hill

• William P Jackson, University of North Carolina - Chapel Hill

• Michael Caprino, University of North Carolina - Chapel Hill

• Christopher Oswald, University of North Carolina - Chapel Hill